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Cognition: Memory and Stress > Midterm 4 > Flashcards

Midterm 4 Flashcards

1
Q

integrative complexity and what it is at various levels

A

Integrative Complexity → differentiation (recognition of more than one dimension of perspective) and integration (recognition of interconnectedness among these dimensions)

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2
Q

the study on Integrative complexity with Generals Lee and Grant.

A
  • Lee showed high level of complexity with changes downward in periods of particular stress
  • Grant was the opposite- complexity was higher
  • **Stress makes one more simplistic and their complexity of thinking decreases
  • Protracted vs. Sudden death- as one nears death, their integrative complexity increases
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3
Q

relation of complexity and stress as well as individual differences

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4
Q

surprise attacks and complexity in communications

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5
Q

relation between complexity and death

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6
Q

complexity and coping in college

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7
Q

Complexity and diversity

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8
Q

The cognitive manager model

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9
Q

theories, esp Easterbrook & Yerkes Dodson, of arousal and stress

A

Easterbrook:
o As stress increases the number of cue available to the person decrease
o Explains weapon focus and the decontextualization of events
o Channel capacity is reduced/ narrowing of attentional focus/
o restriction to events that are high in the behavioral hierarchy
• notion that a particular cue will produce a particular response that is predicated by evolution
 you focus on things that are central to your survival

Yerkes-Dodson Law:
o Performance increase with arousal until a certain point then it decrease

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10
Q

Seyle’s work on stress

A
  • Through his failed experiment with rats, he comes up with idea of a generalized stress response (generalized adaptation syndrome)
  • The level of glucocorticoids shows the levels of stress
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11
Q

stress hormones and what they do

A
  • Norephinephrine, ephinephrine
  • Glucocorticoids- kick in after erphinephrine
  • Glucagon which raises sugar glucose for energy
  • Prolactin (suppresses reproduction)
  • Endorphins and enkephalins (natural opiate response that the body produces understress and physical injury)
  • Suppression of estrogen, progesterone and testosterone
  • Inhibits growth hormones
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12
Q

Type A personality

A
  • Are very ambitious, conscientious, time-pressured, impatient, hostile
  • Friedman and rosebaum reported that people who had a type a personality were more likely to suffer from a heart attack
  • But several very carefully conducted studies failed to replicate the
  • Studies at Duke show that only hostility (not only type A personality) increases risk of heart attack
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13
Q

Michael Meany and Francis Champagne deprivation studies

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14
Q

Control and aggression studies (in Sapolsky)–be able to describe

A

• Feeling of control helps reduce stress, aggression also helps reduce stress
• Seligman conducted experiments on learned stress
o Stress is not absolute, but relative in this paradigm

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15
Q

learned helplessness studies

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16
Q

depressive realism

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17
Q

hippocampus and stress. The receptors and how they work as well as the regulation function and how it works.

A

The hippocampus has a high density of stress receptors and it increases in function in accordance with Yerkers Dodson law

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18
Q

large scale epidemiological studies of cortisol use and of chronic stress–what happens?

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19
Q

long term potentiation and stress

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20
Q

long term potentiation and memory (how tested?)

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21
Q

long term potentiation and glucocorticoid injection

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22
Q

fyn mutant mice

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23
Q

single cell recordings in hippocampus—what happens

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24
Q

binding cell in rats what are they?

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25
Q

binding in human memory

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26
Q

The classic Burke Heuer study of the boy going with his mom to his dad’s place of work. Know this very well.

A

They showed a series of slides, the first & third of which were
neutral, the second third of which were either neutral (in the control condition) or highly emotionalo
• Phase 1: Mother and son go to visit father at work
• Phase 3: Mother leaves work and hails a cab.
•In Phase 2 control: father was an auto mechanic, repairing
a car. In the experimental condition, the father was a
surgeon operating on a victim of a car crash (internal
organs visible).
•Tested memory for gist, central, and background details
immediately and at a delay (free recall task)

27
Q

chronic effects of stress on memory

A

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28
Q

chronic effects of stress on glucocorticoid regulation

A

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29
Q

two routes to the amygdala and what happens with each

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30
Q

SM046: be able to describe her case in detail.

A

SMO46
• had Urback-Weith disease
• how do we know her symptoms aren’t due to her disease, not just due to amygdala damage? **see slides
• deficient in recognizing emotions in faces- facial expression task
• triangles are SMO46, circles are controls.
• Impaired at recognizing fear
• Confused anger and disgust
• Also impaired at detecting who is trustworthy

31
Q

Klüver-Bucy syndrome

A

• Total lesion of amygdala (AMX) leads to K-B syndrome
hyperphagia (eating too much, or inappropriate items)
hyperorality (exploring objects with the mouth)
diminished fear responses!
docility (lack of aggression, connected to lack of fear)
visual agnosia (difficulty recognizing familiar faces or objects)

32
Q

effect of amygdala lesion on sociability, and novel social interaction, dominance, aggressiveness

A

inability to forsee or avoid dangerous situations
failure to initiate social interaction
failure to recognize/ seek out old position within grou
abnormal eating habits

33
Q

what happens with amygdala lesion in wild monkeys?

A
  • rhesus monkeys on an isolated island
  • some males given amygdala lesions- called A or AU in paper
  • some give “sham” lesions (given an operation that doesn’t remove any part of the brain, as a control)- called “s” in paper
  • first 2 males had the most severe lesions- they acted w/o fear leading to their deaths. They approached unfriendly tribes and died within a few weeks
  • later lesions were made less severe
34
Q

amygdala lesions in people

A
  • had Urback-Weith disease
  • how do we know her symptoms aren’t due to her disease, not just due to amygdala damage? **see slides
  • deficient in recognizing emotions in faces- facial expression task
  • triangles are SMO46, circles are controls.
  • Impaired at recognizing fear
  • Confused anger and disgust
  • Also impaired at detecting who is trustworthy
35
Q

emotional face recognition and regular face recognition in amygdala patients.

A

Impaired at recognizing fear
• Confused anger and disgust
• Also impaired at detecting who is trustworthy

36
Q

the circomplex model

A

Circumplex Model
• comes from a factor analysis of rating of emotion faces
• allows us to see how closely different emotional faces cluster w/ each other
• y-axis is arousal (neutral= lowest arousal)
• x-axis is valence (negative emotions on right, positive on left)
• this model helps us to explain part of SMO46’s results

37
Q

trustworthiness and approachability in amygdala patients.

A

Also impaired at detecting who is trustworthy

38
Q

The boat horn study by Bechera et al—be able to describe it in detail and what it means.

A

Participants: controls, those with hippocampal lesions, those with amygdala legions and those with both
Method: condition patients so that blue card is always followed by a loud boat horn
DV: physiological responses, declarative memory between boat horn and and blue card
Results: controls can be conditioned and explicitly remember; both lesions can’t do either, amygdala lesion can remember the connection but can’t de conditioned to fear, hippocampal lesion can be conditioned but cannot declare connection

39
Q

theory of mind in amygdala patients

A

amygdala patients have a theory of mind deficit

40
Q

the possible connection of autism and amygdala impairment

A

Autistic people have theory of mind deficit

Autistic people do not use the amygdala like controls do on theory of mind tests

41
Q

classical conditioning and the amygdala

A

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42
Q

propranolol (beta blocker) study …what did they do, what did they find, and what does it mean?

A

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43
Q

Amygdala under stress.

A

the amygdala under stress growing increasingly heightened with the duration of the presence of the stressor

44
Q

hippocampus under stress

A

the hippocampus grows increasingly active until it reaches its optimal point and then it decreases in performance

45
Q

high cortisol effects on memory

A

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46
Q

Trier Task

A

➢ Trier Social Stress Task
• IV: induced stress (public speaking/job interview)
• DVs: heart rate, cortisol, other biochemical stress markers
• Salivary cortisol measures- stressed group were higher and much higher on a parachute or marathon

47
Q

working memory tasks and effects of stress

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48
Q

Roediger and McDermott, DRM false memory task and effects of stress

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49
Q

free recall and effects of stress

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50
Q

the Crovitz autobiographical memory task. Clarity and temporal distance from the present–effects of severe acute stress.

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51
Q

semantic association task–effects of stress

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52
Q

general information–effects of stress on memory for general information, metacognition resolution, metacognitive confidence. gamma correlations, under and over confidence, and what is the ‘death zone’?

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53
Q

Implicit priming and explicit recollection

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54
Q

effects of high stress—how was the task done?

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55
Q

The kids getting a needle study—be able to describe what happened.

A
  • IV: stressed (kids who got shot) vs. unstressed (kids who watched a video of getting shot)
  • IV: delay to test (20 min. v 1 month)
  • DV: memory for nurse who took temperature, and nurse who gave the shot, memory for size of needle, and overall gist recall (generally what happened, in what order)
  • Memory for both nurses better than kid the the shot
56
Q

Morgan’s work with military training

A

• Morgan conducted a controlled study in military survival school.
o Physiological effects are equivalent to open heart surgey
• Participant is placed in isolation and subjected to various types of interrogation, designed to test the limits and abilities of participants to withstand “exploitation by the enemy” and to demonstrate problem-solving skills while experiencing extreme stress
o Both high and low stress interrogations
• Some studies have looked at looked at personal exposure to low level stress, this is the only study to date that has looked at the accuracy of eyewitness identification under near trauma conditions
• Face recognition tasks
o Used live lineup
o Photospread
o Sequential method

57
Q

Effect of high stress interrogator on facial memory. Be able to describe in detail.

A

• 2000 studies of eyewitness identification
• But lab studies do not involve personal threat
• And field studies are uncontrolled
• However, if one disregards these caveats, then the literature suggests eyewitness memory is better in response to events that are stressful and personally relevant
• Children who actually got shots are compared to kids who saw the video of children who got shots
o One procedure was memory for the nurse’s face who have a painless syrup to drink and took temperature
o This second was recognition od the nurse who gace the painful shot
o At one month, the children who received the shots remembered the nurses best
o The size of the needle was remembered differently as well
o No difference in gist recall or suggestability
o So it looks like memory is better under extreme stress
• However, Morgan suggested that perhaps it wasn’t very painful, and the smiley face ratings suggest to me that that’s probably right
• Among the stress group, the low group (Who thought that it was painful) was 3.62 (somewhat terrible)

58
Q

relation of confidence to accuracy normally and under high stress.

A

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59
Q

dissociative experience

A

the term dissociation describes a wide array of experiences from mild detachment from immediate surroundings to more severe detachment from physical and emotional experience.

60
Q

why the contrast between Burke Heuer study, the getting the shot study and the combat stress studies?

A

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Cognition: Memory and Stress (6 decks)

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